Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534856
Title: What makes children feel safe in school? : an evaluation of the preventative model for behaviour in a local authority with a focus on children's and adults' perspectives of safety
Author: Meheux, Melernie
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2009
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Abstract:
This small scale study explores pupil and staff perspectives about what makes pupils feel safe in school. This is from the perspectives of children and staff who have been part of a project to reduce exclusion and improve attendance. The present study explored perceptions of Head Teachers and senior management about the impact of the project on children's feelings of safety. The study also explored the relationship between the implementation of the project from the perspectives of children and staff, and the initiatives put in place in relation to feeling safe. The participants were 24 children and 15 members of participating schools' senior management teams, who were interviewed using semi-structured interviews. The study also tracked exclusion and attendance figures. Thematic analysis was used to analyse interviews and descriptive statistics and nonparametric tests used to analyse exclusion and attendance data. Key findings were that children associated feeling safe with being protected and having their emotional needs met. Adults and children determined children's feelings of safety. The behaviour of peers and school behaviour management had an impact on children's feelings of safety. Children reported that specific places in school such as the playground had a role in maintaining feelings of safety, as did the school curriculum, the local community and the security of the school. The necessity for targeted work on learning and the emotional development of children to keep children safe was also a key finding. Project funding was used by schools to develop the curriculum and to employ and train additional staff. Schools reported that the playground was a key factor in maximising pupils' feelings of safety. Effective school systems which monitored and supported pupils' needs facilitated implementation of the project. Interventions that made children feel safe were significant in reducing levels of exclusion and unauthorised absence.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.534856  DOI: Not available
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